Change in Education

1. Change in Education

In this chapter you will learn more mainly about

• the change in education we face at the beginning of the 21 century
• skills needed in a digital age
• online learning
• using technologies
• building interactions in online learning
• collaborative learning

1.1. Revise and Think

Revise: What are the levels of education within the ISCED 2011 classification?

Think: What aids and materials did your teachers use when you were at elementary school, secondary school, universities?
How do you get information about weather, train schedules, shop opening hour, theatre programme?

1.2. Introduction

1.3. Presence in virtual world

A well-built course allows not only active and self-directed learning but also collaborative work and we, teachers, should use the strengths of virtual learning environment (VLE) and learning management system (LMS) to support the learning process. Bulu (2012) suggests three categories of presence in virtual world, namely (1) (place) presence, (2) social presence and (3) copresence. The concept of social presence is attributed to Short, Williams, and Christie (1976). They defined social presence as “the degree of salience of the other person in the interaction and the consequent salience of the interpersonal relationships” (p. 65). The authors claim that communication medium can influence the level of intimacy and immediacy. Palloff and Pratt (2007, In: Lehman, Conceição, 2010, p. 8)) highlight social presence as a critical element in online community building.
The 21st century technology shifts the possibility of building presence what results in new techniques and strategies available. Lee (2004) defines presence as “a psychological state in which virtual (para-authentic or artificial) objects are experienced as actual objects in either sensory or nonsensory ways.” He (ibid) discusses two types of virtual objects—para-authentic and artificial. Para-authentic objects are simply the mediated versions of real-world objects. This might be presented with the redefined definition of social presence (Gunawardena, 1995, 151) which states that social presence is “the degree to which a person is perceived as a ‘real person’ in mediated communication.”

1.4. Interaction

Living in dot-com era where technology is omnipresent and internet has become a social space we (teachers) should be ready to use its strengths and engage the learner in active and self-directed learning and at the same time realizing the power of collaborative work. Creating an online community means the shifts of responsibility and activity initiation at both sides – teacher/course tutor and student(s).

Mark Lange (in Schone, 2007) defines the stages (he uses the term level) focusing on learner experience:

• Level 1 – Passive – The learner acts merely as a receiver of information. The learner may read text on the screen as well as graphics, charts and illustrations and navigate back and forth. (This would be e.g. presentation of materials for selfstudy.)
• Level 2 – Limited Interaction – The learner makes simple responses to instructional cues – such as scenario-based multiple choice and column matching. (E.g. simple activities (as to the technology used) with the immediate feedback given by computer.)
• Level 3 – Complex Instruction – The learner makes multiple and varied responses to cues. As well as multiple choice quizzes (Level 2) the learner may be required to type into text boxes and manipulate graphic objects to test the assessment of the information presented. Scenario-based branching, where the progress through the information is based upon answers and decisions input by the learner, can be used.
• Level 4 – Real-time Interaction – The training session involves a life-like set of complex cues and responses. The learner is engaged in a simulation that exactly mirrors the work situation. Stimuli and response are coordinated to the actual environment. Sessions are most likely held in a collaborative environment with other learners and a facilitator. (Here, we can mention not only asynchronous but also synchronous activities).
  

1.5. Interaction 2

It is important to realise that In online courses different types of interactions and feedbacks are expected (not just learner–material interaction). Watts (2010) defined three main types of interaction in an online distance learning course:

• learner-to-content interaction
• learner-to-learner interaction
• learner-to-instructor interaction.

This model was also suggested by Moore (1989) who provided the definition of three modes of interaction: learner-content or subject of study, learner-instructor, and learner-learner. Learnercontent interaction implicates the student interacting with the subject of study. Learner-instructor interaction deals with the instructor making presentations, demonstrating and practicing skills, modeling values, organizing and evaluating student learning, and providing feedback and support. Students derive learning from interaction with their peers via debate, collaboration, idea manipulation, and incidental learning.
Chickering and Gamson (1987) illustrate the importance of interaction in learning and postulated seven principles for good practice in undergraduate education, out of which five are directly connected to interaction:

• encourages student-faculty contact (learner-to-instructor interaction)
• encourages cooperation (learner-to-learner interaction, learner-to-instructor interaction)
• encourages active learning
• gives prompt feedback (learner-to-content interaction)
• emphasizes time on task (learner-to-content interaction)
• communicates high expectations (learner-to-instructor interaction, learner-to-learner interaction)
• respects diverse talents and ways of learning.

1.6. THINK

THINK: Manfred Spitzer, a German neuroscientist, coined the term "Digital Dementia." He suggests that the excessive use of digital technology may lead to a decline in cognitive abilities. His book of the same name sparked heated discussions on internet usage, with some supporting his ideas while others claim they are exaggerated.